**1. Introduction**

In view of the constant evolutions that technology imposes on agriculture and food production, especially in family farming associated with climatic phenomena, the uncertainties of an economically, socially, politically and technologically correct agriculture, as well as the absence of agricultural practices in the experience of young people in rural communities, raises a concern on the future of world agriculture and food production [1], with similar concerns occurring in Brazil.

In Nigeria, the idea that agricultural activity, especially in rural areas, is undervalued and provides few benefits for its practitioners [2], prevails on the part of young people.

Anjos and Caldas [3] cite that there is a very negative view populating the imagery of rural youths, a fact that, ultimately, reproduces the dominant stigma that rural spaces represent the place of "non-development", of the archaic, of the traditional.

According to Guthman [4] for the production of food, students, in the exercise of citizenship or as future agricultural workers, will be better able to understand the debates and controversies that underlie the production, creation and marketing of agricultural products, recognizing the limits and possibilities of models, both of intensive production and alternative models, these little valued and disseminated (family farming, agroforestry production, etc.), as well as recognizing the various aspects (environmental, scientific, political, economic, cultural, etc.) present in the different models of food production and understand the different tools of flexible teaching and learning, based on permaculture, that the gardens School (Gardens) can offer.

One of the alternatives to raise the perception about activities in the agricultural environment and the care of the environment is the use of a school garden, which can serve as a source of food and didactic activities, offering advantages to the communities involved, such as obtaining quality food at low cost and involvement in food and health programs developed by schools [5], contributing also to the knowledge of the 3 R's (reduce, reuse and recycle), integration of the community school in the performance of socio-environmental activities, encouraging the consumption of organic foods, providing students with experiences of agroecological practices for food production, so that they can be transmitted to their relatives and, consequently, apply them to home or community gardens [6].

In this context, the research aims to reflect on the environmental issues and the action of the gardens in urban/school spaces, taking allowance from the garden as a methodological instrument the interdisciplinary practices of activities related to agriculture family.
